HR_AuditReport_JeffCo_4.18.24.pdf

Parent document: 2024-04-22-5255f8b79e147f9c0f342c6250f5842e-agenda.txt

Text

Table of Contents

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AASPA Professional Human Capital Leaders in Education (pDHCLE) Framework ..............12:10ccccccccceereree 8
Global Diversity Equity and Inclusion Benchmarks (GDEIB).............2..:00ccccssessescccececeesersrescececeeeenersrenecs 10
EXMI Alignment Frarm@wolk ..u.....cccccccccccccccccccccceccceeeeessssssssesssesssseseseeesesenedenedenenenededenedensnedenedenenenenenenenes 14

Findings and RECOMMENALIONS .........ccccseseeeeseeeeeeneeeeeeeneeceee ene eeee ene ceeeedseeeeeeeeeeeeenseseeneesesneeseseeenseeeenenen 15
FINDING A: The Board agenda process is cumbersome (Process, Structure, People) ..................0++ 16
FINDING B: Physical space of the HR Department limits effectiveness (Structure) ...............2..00.0c0000 17
FINDING C: Strong improvement in HR cohesion and communication (People, process)................... 18

FINDING D: Governance and oversight interactions inhibit department results (Process, Structure) ... 19

FINDING E: HR Effectiveness Limited by Current Staffing Levels (People, Process) ...............::.cc0000 20
FINDING F: Limited cohesion between HR and Finance Departments (Structure, Process) ................ 23
FINDING G: focus groups Increase engagement (People, PrOC@SS) ..............ccccccssssccccceceeeersrencesececeeners 24
FINDING H: Hiring process is challenging (ProCeSS) ..............1:.:cccccccsssssescecececeenererncececeesenersnsecceceenersnes 25
FINDING I: Recruitment focus soley on immediate needs (Structure, People, Process)....................+. 26
FINDING J: Limited Key performance indicators Tracked (ProC@SS) ............:ccccccsssscsscceceeeersreecesececeeners 27

FINDING K: Employee orientation and onboarding experiences are inconsistent (Systems, Structure) 28

FINDING L: Barriers to change (P@ODpIE) .............2..:1:2:ccccccccceeeecesecececeenseeececececeeneescececeeceneescesececeenereaes 29
FINDING M: Paper Forms create InefficienciesS (PLOC@SS) ..............cccccsc0ccccceceeeenereecececeesensrseecececeenenses 30
Prioritization of Recommendations — Impact-Effort Matrix .............::cccccccececeseeeeeeeseeneeeeseenseseseeneneesenees 31
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teresa Daulong, DPHCLE, LSSGB. CAG ‘sree ccceceevescosremenesewevesresvssereseceveecuseereruyececeeceueveneesyenceveewevessveeeeceven: 33


Michael Katz, JD, MHRM, DHCLE ..........2.22.ccc0cccccccecceeeeerencececeeeenerees
Stephen P. Fujii, DHCLE .0......0.ccccccccccceecesccccceceenensecececeesenenseeacececeeees
Emily Douglas-McNab, MLHR, MBA, SPHR, PHCLE, LSSBB, CAC




Planning &
Preparation

Recruitment

Hiring

Orientation &
Onboarding

Performance
Management

Training &
Development

Forecasting talent needs and talent availability

Employee value proposition

Position control process

Identifying position requirements and developing job descriptions
Providing students equitable access to effective educators
Marketing the organization as an employer

Strategies to source and attract qualified and diverse applicants.
Pipelines for developing exceptional candidates.

Methods to assess candidates

Methods to mitigate bias in the selection process

Candidate experience throughout application, selection, and hiring processes

Understanding and addressing diverse employee needs

Developing a comprehensive system of support for new employees

Approaches to making new employees feel valued and included

Aligning evaluation and support systems

Strategies to mitigate bias and inequity in evaluations

Clarity and transparency of workplace policies, evaluation systems, and discipline procedures

Alignment of training and development programs with organizational goals
Integration of DEI into professional development offerings







Preliminary
discussions and
qualitative review

Final report

Data collection
instrument design

Recommendation
development &

Impact Effort
Matrix

On-site interviews

SWOT Analysis



Strengths (Internal)

HR Department recognizes the need for continued improvement. The team is committed
to continuous improvement. In fact, the HR Department has made significant strides in
two-way communication.
HR department is respected by internal stakeholders. The team is seen as responsive and
communicative.
Internal stakeholders view HR staff members as experts.

e The district executive team is willing to support HR improvements.
The HR Department and District exercised creativity and problem-solving skills in the
recent use of International Teachers.
Rarely do grievances reach an external/legal review process.

Weaknesses (Internal)



HR systems and processes are outdated. Some processes are not designed for current
staffing, practice, and market realities. HR tends to focus on “the way we've always done
things.” Examples of this can be found in recruiting, interviewing, and paper trails.

HR tasks are siloed. The unique roles have little cross-over and create service delays
when employees are off work. This impacts to both customer service and employee well-
being.

The Board Agenda process is cumbersome and unwieldy. The lack of cohesion on this
single topic requires multiple workarounds and leads to errors.

The physical structure of the office does not allow for confidentiality, trust, and efficiency.
Limited staff and capacity create constraints.

The communication pipeline breaks down between customers and internal stakeholders.
Onboarding needs to be more personalized.

There is an overreliance on paper forms.

Improve recruitment efforts across the organization with a larger strategic recruitment plan
that empowers all staff to recruit for the organization.

e Communicate clear metrics for the department to measure and improve.

Connect HR department work and goals to the strategic plan to increase communications
and transparency of work.

Further facilitate intent-to-hire processes.

Stakeholders are willing to be advocates and active participants with expanded roles in
key HR processes to help expedite work.

Review FTE data pursuant to the current needs of the district.

HR Department needs to participate in the selection of and implementation of new
technology that provides everyone with better, faster, more efficient service.

HR lacks relationships with local organizations that could improve recruiting results.
District competes for talent with local businesses and surrounding districts. In times of
shortages impacts to organizations with limited hiring flexibility are greater.
Recruitment efforts spread across the organization increase risk, lack efficiency, and
create opportunities for a less rigorous and consistent hiring experience.

Competing priorities generate discord between leaders and expectations making
continuous improvement challenging.

Lack of Board support limits improvement opportunities and is damaging to district
reputation.


Domain: Talent Acquisition

Finding, attracting, and hiring talent to address organizational needs and ensure student success.
Planning & Preparation: Practices that enable organizations to identify and address talent
needs.

pHCLE Standards | Score | Observations

Recruitment: Uncovering sources of high-potential candidates and identifying targeted
strategies to convince qualified individuals to apply to your organization.



Hiring: Assessing candidate qualifications to identify and extend a job offer to the most
suitable candidate for an open position

pHCLE Standards | Score | Observations

Talent Acquisition Average Score 1.75

Domain: Talent Development
Actions that foster employee learning and growth

Orientation & Onboarding: Supporting employees throughout transitions into or within the
organization.

pHCLE Standards | Score | Observations

Performance Management: Maintaining or improving job performance through ongoing
supervisor and employee interactions.

pHCLE Standards | Score | Observations

1. Assist stakeholders with implementing 1 Not observed.
evaluation and support systems.



2. Train evaluators to accurately 1 Not observed.
differentiate performance and use results
to inform decision-making.
3. Promote workplace policies. Focused effort to document and share
key processes.
4, Address employee discipline issues. prevance process is followed with
idelity.

Performance Management: Maintaining or improving job performance through ongoing
supervisor and employee interactions.

GLOBAL DIVERSITY EQUITY AND INCLUSION BENCHMARKS (GDEIB)

* Recruitment

* Advancement
/ Align & Connect
* Compensation
* Assessment
« Communications

a” « Leaming y
« Sustainability
~ Tl

FOUNDATION
Drive the Strategy

* Benefits
& Flexibility

“

* Vision «Leadership « Structure

Molefi, N., O’Mara, J., & Richter, A. (2021).
Global diversity, equity and inclusion benchmarks: Standards for organizations around the world. Centre|
for Global Inclusion.



Global Diversity, Equity & Inclusion Benchmarks



CATEGORY 4: RECRUITMENT

LEVEL 5: BEST PRACTICE

O 4.1 The organization's attraction and hiring
processes result in measurable, transparent,
and equitable recruitment.

O 4.2 The organization's reputation for quality
DEI efforts enhances its ability to attract
diverse and underrepresented employees.

0 4.3 When technological solutions are used for
recruitment, the organization implements
practices to minimize or remove algorithmic bias.

0 4.4 The organization conducts regular
evaluations of recruiting practices to ensure
that candidates from different groups and
identities are given equitable opportunities.

O 4.5 There are clear measures of success
throughout the recruitment process, such as
the percentage of diverse and underrepresented
applicants at each stage.

LEVEL 4: PROGRESSIVE

O 4.6 The organization effectively recruits
from representative labour markets.

O 4.7 Recruitment includes advertising on DEI-
focused websites and in a vanety of other media.
0 4.8 Recruitment and selection panels are
diverse and knowledgeable about recruiting
processes and in mitigating biases.

LEVEL 3: PROACTIVE

0 4.9 Interviewers conduct culturally
competent interviews.

0 4.10 Staff are hired for their competence
and their ability to bring diverse perspectives
to the work and not only because they are
from an underrepresented identity group.

0 4.11 The organization's advertisements
and/or diversity networks reach broad pools of
diverse talent.

Of 4.12 External search firms are selected
based in part on their expertise in diversity
recruiting.

LEVEL 2: REACTIVE

0 4.13 Recruitment is based primarily on
representation to meet numencal goals or targets.

O 4.14 Recruitment practices do not include
sourcing diverse candidates from
underrepresented groups.

0 4.15 Interviewers do not consider how people
from different cultures and backgrounds may
respond to interview questions and methods.

LEVEL 1: INACTIVE

0 4.16 There is no effort to recruit employees
from underrepresented groups.

O 4.17 Other than a short statement that the
organization has an equal opportunity or

similar policy, there is no mention of DEI in the
organization's recruitment practices.


CATEGORY 5: ADVANCEMENT AND RETENTION

LEVEL 5: BEST PRACTICE

O5.1 The organization's talent management,
advancement, and retention processes result in
equitable treatment of employees.

05.2 Diverse employees hold positions at all levels
and functions to ensure equitable representation.

O5.3 The organization's reputation for quality
DEI initiatives enhances its ability to retain and
advance diverse employees.

O 5.4 The pool of candidates in the
organization's succession plan is diverse along
multiple dimensions and prioritizes
underrepresented groups.

O1 5.5 Turnover is at an acceptable rate.
Adverse impact, unfairness, and discnmination
are not the pnmary cause of turnover.

O01 5.6 The onboarding process results in all
new employees feeling valued and included.

LEVEL 4: PROGRESSIVE

O 5.7 The organization’s talent management
plan emphasizes retention of underrepresented
employees at most levels and in most functions.

O 5.8 All employees are encouraged to
consider advancement opportunities and
positions outside their current functional,
technical, or professional area.

O1 3.9 The organization counteracts bias in
advancement and develops practices to overcome
inequities.

O 5.10 The organization has established
mentoring and/or coaching processes to help
ensure advancement and retention.

O5.11 The organization conducts regular stay
and exit interviews to understand its culture of
inclusion and belonging.

LEVEL 3: PROACTIVE

O 5.12 An onboarding process is beginning to
show effectiveness at integrating underrepresented
employees into the organization.

O 5.13 The workforce is beginning to reflect the
diversity found in the organization’s labour markets.

O 5.14 Tumover is actively and regularly
tracked with exit interviews to understand DEI
issues and remove barners to retention.

Of 5.15 The organization offers a variety of
advancement opportunities responsive to
diverse needs.

O) 5.16 The organization addresses conscious

and unconscious bias in its entire talent
development processes.

LEVEL ?: REACTIVE

O 5.17 Advancement and promotion processes
are based primarily on representation to meet
numerical or equity goals or targets.

LEVEL 1: INACTIVE

Of 5.18 There is no effort to advance or retain
employees from underrepresented groups at
any level.

O 5.19 The entire talent management pro-
cess is not sensitive to cultural and other
differences.



Resources Structures



FINDING

Key themes uncovered in interviews and document and data review

Urgency & Importance: Defining the why; outlining any risks or threats to the district.

RECOMMENDATION

1. Broad recommendation based on findings

TACTICS & TOOLS

e Tactics and tools to support implementing the recommendations















ADP Research Institute (2024) recommends a minimum of 1 HR staff member for every
200 employees to reduce turnover (up to a maximum of 9 HR staff/200 employees).

According to the Society for Human Resource Management (SHRM), the average ratio for
HR staff is 1.7 per 100 employees (2023).

The Council for Greater City Schools (CGCS) uses two cost ratios to evaluate HR staffing
levels.

Their recommended range of HR cost (total department budget) per District FTE is $403
to $1005 with the median being $656.

CGCS also calculates benchmarks for HR cost per $100K of revenue. Their range is
$348 to $868 with the median being $539.



















Prioritization of K

5 2



Engage HR staff in regular communication forums (5,6,11,12)
Align HR Department FTE and skills (8,9,23)

Update and implement a strategic recruitment plan (14,17,18,19)
Transition paper processes to electronic (24)

Implement Board subcommittee structure (7)





Emily's deep professional experience and passion for doing good led her to co-founded
Experience Management Institute. She has more than 20 years of experience working with PK-
12 public schools, institutes of higher education, regional education organizations, Head Sta
programs, state departments, professional associations, nonprofits, and businesses on topics
related to strategy, human resources, organizational development, and marketing and
communications. Emily writes, speaks, consults, and teaches nationally on topics related to

, human resources, workforce development, and the future of education.